EFFECTS OF LOCUS OF CONTROL ORIENTATION AND GENDER ON ADULT LEARNING PARTICIPATION

DEBORAH BROOKS PETTRY, Purdue University

Abstract

The application of Knowles' (1966) theory of adult learning, andragogy, to an ongoing supervisory skills development program was investigated in this study. Specifically, the responses of 166 adult learners were explored with regard to changes in the instructional program that involved less pedagogical (directive) and more andragogical (participative) conditions. Effects of locus of control orientation (Rotter, 1966) and gender on the reactions of adult learners were also explored. Analysis of variance methodology was used to examine the results. F-tests were conducted to explore for simple main effects where appropriate. Results indicated that the learners tended to respond positively to andragogical conditions: program quality, satisfaction, productivity effects, work quality effects, and program changes. Responses to direct questions and open-ended questions revealed that participants believed the changes in instruction from pedagogy to andragogy enhanced the relevance of the supervisory skills program for their work. Data weakly supported the prediction that internal subjects would respond more positively to andragogical than to pedagogical conditions. The expectation that externals would respond equally or less positively to andragogical than to pedagogical conditions was not supported. However, results partially indicated that both predictions held for male learners. Results for female learners revealed that externals responded more positively to the changes in instructional approach than did internals. The unexpectedly positive response of externals to andragogical conditions may have been influenced by the increased structure created by program changes. Additional results of the study concerned responses to the program regardless of instructional condition. Among all groups, external males responded most negatively and internal males most positively. Of particular interest was the finding that internal subjects responded more positively overall to both learning situations than did external subjects. The more positive responses of externals to andragogical than to pedagogical conditions suggested that continuation of andragogical conditions for adult instruction might increase their positive perceptions of education. Recommendations made for the specific program studied and adult education in general included that mandatory programs be modified to include andragogical instructional methods whenever possible. Future research utilizing control groups, longitudinal data, and behaviorally oriented dependent variables was also recommended.

Degree

Ph.D.

Subject Area

Educational psychology

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